Cairns Conference School Library Futures

Cairns Conference School Library Futures

• 1.
  What would aschool library of the future look like? Lyn Hay Session 3 workshop School of Information Studies Cairns Diocese Curriculum Conference Charles Sturt University Library Strand 13 March 2010
• 3.
  “Imagine an activity and we will make a space for it” High School TL (Hay & Todd 2010a, 2A.5)
• 4.
  Photo: ‘Take aDetour’ May 17, 2009 http://www.flickr.com/photos/playfullibrarian/ / CC BY 2.0 http://www.flickr.com/photos/playfullibrarian/3538080693/
• 5.
  As a resultof this re‐imagining process, a set of principles underpinning 21C school library design emerged as an ‘instructional zone’ within and beyond the school
• 6.
  fluid library design  a facility which features fluid library design that allows for the customisation and personalisation of learning  where space is iterative, agile, transitional, transformational, evolving, and shifting based on the needs of individuals, small groups and a whole class  a place where students and teachers have the ability to create and ‘own’ their own individual and collaborative learning space(s)  “The way space is utilised very much determines what will be achievable in terms of student learning” (2A.13)  this flexibility of design and use will assist in ‘future proofing’ the facility (Hay & Todd 2010b)
• 7.
  Photo: ‘Project inthe library’, February 2, 2009. Permission by PegBecks http://www.flickr.com/photos/8509162@N05/3245404595/
• 8.
  blended learning environment  a blended learning environment which harnesses the potential of physical learning spaces and digital learning spaces to best meet the needs of students, teachers and parents, both in school, at home or by mobile connectivity  collaborations between students, teachers, teacher librarians, specialist teachers, are transformed beyond the confines of the school precinct and the traditional ‘hours of operation’  while physical accessibility to space may be limited, such an environment can provide intellectual access 24/7 to foster intellectual agency (Hay & Todd 2010b)
• 9.
  We’ve learnt about howthe author can use different words to make the story interesting … how the illustrator has used colour and put expressions on the animals’ faces to help us while reading. (Yr 2 ) We love using the [IWB] because it makes it easier for us to read the emails together . (Yr 2) NSWDET Possum magic book rap mail list, (2007) Photo: ‘question quilt 1’, September 15, 2008, by purple.glasses http://www.flickr.com/photos/purpl eglasses/2857426437/
• 10.
  Building capacity for critical engagement  a learning centre whose primary focus is an emphasis on thinking creatively, critically and reflectively with information in the process of building knowledge and understanding  it centres on asking meaningful questions that lead to substantive engagement with and inquiry into real world problems; evaluating the quality of ideas in information sources; constructing and refining own ideas; examining claims and evidence, arguments, points of view and perspectives; interpreting and synthesising ideas and representing them in appropriate ways using oral, written and non-verbal communication skills, including multiple media and technologies (Hay & Todd 2010b)
• 11.
  centre of learninginnovation  As a unique learning space, the school library is not just a centre for information access and knowledge production, but also as a centre of learning innovation where teachers and teacher librarians are involved in creatively designing learning experiences by way of testing, trialling, and experimenting with information and tools to bring about the best knowledge outcomes for students  The TL is a key person in leveraging emerging technologies – trialling, taking risks, modelling and mentoring teachers and students in the use of a range of technologies to support effective information access and knowledge creation. (Hay & Todd 2010b)
• 12.
  21C school library design as an ‘instructional zone’ within and beyond the school
• 13.
  power of pedagogicalfusion  A learning environment where pedagogy underpins the decision making behind a school’s information architecture – where technology infrastructure and support services, networked information services and provision of access do not restrict innovative and flexible use of space, resources or expertise  A pedagogical (not technical) agenda leads technology integration and use to support teaching and learning – an information leadership approach  The information services, technology and learning support provided by a school library of the future will transcend physical space and ‘fuse’ not only classrooms, but homes and mobile learners (Hay & Todd 2010b)
• 14.
  “Flexible access to computers,printers, internet and other resources, including teaching expertise, before school and at non class times is valued highly by students, and they link their academic success to such support.” (Hay 2006a) Photo: ‘RFID loan station’, March 11, 2010. Permission by heyjudegallery http://www.flickr.com/photos/heyjude/4423931 008/
• 15.
  seamless search interfaces  a facility consisting of seamless search interfaces  with federated searching embracing user tagging (folksonomies) as well as standardised controlled vocabularies to enable intuitive access and support ‘conversation’ with the user as an interactive tool for inquiry and discovery  “Libraries should provide the map and highway to get to the destination - rather that provide all of the destinations.” (2A.11). (Hay & Todd 2010b)
• 16.
  “Loved this learningspace. There are two or three elementary classes in the rounded area of the library at the Hong Kong International School. Students are seated on tiers together with their teachers, listening to an expert speaker teach them using a mobile interactive white board. The rounded area is surrounded by computer desktops for student use. ” Photo: ‘Classes in the library learning space’, September 30, 2009 by annemirtschin http://www.flickr.com/photos/annemirtschin/3968922684
• 17.
  balanced collections  a facility which seeks a balance between print and digital collections and which does not privilege one format over another, consistent with the multi-format nature of our information world  at the same time, it is increasingly conscious of the need to redesign and reshape physical spaces to better support teachers and students as digital researchers  with shrinking hard copy collections, we need to explore ways to best utilise these spaces for collaborative digital production (Hay & Todd 2010b)
• 18.
  values literary learning a centre that supports literary learning where students:  become immersed in imaginary worlds  explore personal reading interests  develop sustained voluntary reading practices  develops reading for meaning  develops independence as critically- capable readers (Hay & Todd 2010b)
• 19.
  “Students enjoy reading inthis tent which is suspended from the ceiling and weighed down by bags filled with rice. The tent is moved to different locations within the library every now and then to create a dynamic and fresh environment. ” Photo: ‘Crofton Downs Primary School: Reading Tent’, October 13, 2008, by KYD Adviser http://www.flickr.com/photos/3 0198568@N02/2936592708/
• 20.
  “Imagine an activity and we will make a space for it” High School TL (Hay & Todd 2010a, 2A.5)
• 21.
  In building a vision for your school library’s future... Photo: ‘Struble Elementary School Snapshot PA’, November 2, 2009, by SnapSh http://www.flickr.com/photos/snapshot_p a/4064951193/in/set-72157622711005474
• 22.
  “Don’t look back” YouTube - Mick Jagger & Peter Tosh – ‘Don't look back’ http://www.youtube.com/watch?v=SOevVdiiBeU#t=2m52s
• 23.
  What will your21C school library look like? Lyn Hay Session 3 workshop School of Information Studies Charles Sturt University Cairns Diocese Curriculum Conference Library Strand 13 March 2010
• 24.
  References Hay, L., &Todd, R. (2010a). School libraries 21C: The conversation begins. [Refereed]. Scan, 29(1), 30-42. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/ pdf/21cexsum.pdf Hay, L., & Todd, R. (2010b). School libraries 21C: School library futures project. Report for New South Wales Department of Education & Training, Curriculum K–12 Directorate, School Libraries & Information Literacy Unit. Sydney: Curriculum K–12 Directorate, NSWDET. Hay, L., & Foley, C. (2009). School libraries building capacity for student learning in 21C. [Refereed]. Scan, 28(2), 17-26. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/ pdf/Schoollibraries21C.pdf Hay, L. (2006a). School libraries as flexible and dynamic learning laboratories… that’s what Aussie kids want. [Refereed]. Scan, 25(2), 18-27. Hay, L. (2006b). Student learning through Australian school libraries. Part 2: What students define and value as school library support. [Refereed]. Synergy, 4(2), 27-38. Retrieved from http://www.slav.schools.net.au/synergy/vol4num2/hay_pt2.pdf